Flipped teaching is the process of moving lecture content from face-to-face class time to before class by assigning it as homework. This allows for more interactive forms of learning to take place during class. Flipped teaching often involves students watching lecture videos as homework. Flipped teaching is also known as flip teaching, reverse teaching and the inverted classroom.

The main goal of flipped teaching is to make time for meaningful discussions, interaction, activities and application of course content during face-to-face sessions.

Brainstorm ways to take your traditional lecture content and convert it into content that students can view or explore at home. Most often this involves providing students with a slideshow and/or a video lecture, but there are many other ways for students to explore the content at home. If you are making videos, it is recommended that you create a series of short lecture videos no more than ten minutes in length, rather than one long video.

To create a video lecture, you could create a screencast video as a personal recording on your computer using Panopto. 

Academic Video powered by Panopto also allows you to upload videos that you already have and even record and upload video content from mobile devices.

Videos hosted in Panopto can be easily shared with students through Canvas. You can also build quizzes directly into your videos and receive detailed logs of student views.

For more specific assistance, including adding handwriting to your videos, please contact the Gwenna Moss Centre for Teaching and Learning.

Another approach to flipped teaching is to direct students to video resources that are already available online. Performing a simple Google search may lead you to a wealth of previously created material. 

Here are some suggested sites:

• MIT YouTube
• Webcast Berkeley
• University of Oxford Podcasts
• Stanford YouTube
• CornellCast
• Khan Academy
• TED Ed
• Academic Earth

The main goal of flipped teaching is to be able to have time to apply the content during face-to-face sessions. You could use class time to do problem sets, discussions, debates, group work, projects, inquiry or problem-based learning, case-based learning, experiential learning, field-based instruction and other student-centred teaching strategies.

Lecture videos are not the only way to flip your class. You can have students engage in other activities prior to coming to class that would cover your traditional lecture material. One example of this is outlined in the Niels Koehncke interview below.

Perusall is a Canvas-integrated tool that supports the implementation of flipped teaching, especially in courses where readings are the main outside of class activity.

Other reading and resources

• Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. Retrieved from http://science.sciencemag.org/content/332/6031/862.full
• Gross, D., Pietri, E. S., Anderson, G, Moyano-Camilhort, K., & Graham, M. J. (2015). Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE--Life Sciences Education, 14(4), 1-8. Retrieved from https://www.lifescied.org/doi/10.1187/cbe.15-02-0040 
• Five Best Practices for the Flipped Classroom blogpost
• The Flipped Classroom Infographic
• Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias. American journal of pharmaceutical education, 78(10). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4315207/